Advances in Social Work <p><em>Advances in Social Work</em> is a peer-reviewed journal committed to enhancing the linkage among social work practice, research, and education. Accordingly, the journal addresses current issues, challenges, and responses facing social work practice and education globally. The journal invites discussion and development of innovations in social work practice and their implications for social work research and education. <em>Advances in Social Work</em> seeks to publish empirical, conceptual, and theoretical articles that make substantial contributions to the field in all areas of social work including clinical practice, community organization, social administration, social policy, planning, and program evaluation.</p> IU School of Social Work en-US Advances in Social Work 1527-8565 <p>Copyright to works published in <em>Advances in Social Work</em> is retained by the author(s).</p> Leveraging the Power of Social Work through Interprofessional Education <p>Interprofessional education (IPE) “occurs when students from two or more professions learn about, from and with each other to enable effective collaboration and improve health outcomes” (World Health Organization [WHO], 2010). With a commitment to foster collaborative practice, social work faculty have provided leadership in incorporating IPE in social work and other discipline’s curricula and training for more than a decade (Konrad et al., 2017; Nimmagadda &amp; Murphy, 2014; Jones &amp; Phillips, 2016). Yet, now more than ever, as the country and world grapple with responding to the COVID-19 pandemic and the resultant deleterious impacts on society, effective collaboration has never been more critical. Likewise, the Black Lives Matter (BLM) movement has impacted the nation as the country reckons with racial and social disparities across every sector of society. The impetus for this special issue pre-dated the COVID-19 and BLM momentum; however, the 19 papers included in this special issue highlight the interconnected nature of social conditions across systems that necessitate interprofessional, coordinated responses. This special issue reinforces the importance of collaboration, teamwork, inclusivity, and diversity. The power of social work, in partnership with other professions and/or disciplines, in communities locally and globally is essential to effectively meeting some of society’s greatest challenges.</p> Maureen Rubin Lisa de Saxe Zerden Lisa E. McGuire Copyright (c) 2020 Maureen Rubin, Lisa de Saxe Zerden, Lisa E. McGuire 2020-09-10 2020-09-10 20 2 i x 10.18060/24406 Improving the Interprofessional Practice, Knowledge, and Skills of Health Professions Students through an Interactive Course in Gerontology <p>Interprofessional, collaborative health care is the ideal standard in geriatrics. Students’ interprofessional practice skills are limited in typical siloed education. An experiential, team-based geriatrics course was designed to improve health professions (HP) students’ knowledge, skills, and attitudes about interprofessional practice. Students (n=209) from dentistry, medicine, nursing, nutrition, occupational therapy, pharmacy, physician assistant, social work, and speech-language pathology were assigned to interprofessional (IP) and medical-student only teams. The Interprofessional Collaborative Competency Attainment Survey-Revised (ICCAS-R) was administered pre- and post-course, along with program evaluations. Seventy percent of students completed both pre- and post-surveys. ICCAS-R scores were analyzed comparing the impact of training for medical students (n=78) on IP teams and remaining HP students (n=58). Students rated themselves as improved on all six ICCAS-R subscales (paired t-tests, p &lt; 0.05). Sixty-nine percent rated themselves as better able to collaborate interprofessionally. A competitive team-based learning exercise using gamification was rated as the most authentic skill-building interprofessional activity. Experiential learning where students worked with the same team helped to build interprofessional and teamwork skills. Findings will be used to improve authenticity of the clinical and teamwork content, increase the use of gamification as a teaching technique, and refine students’ practice of IP teamwork competencies.</p> Elizabeth A. Mulvaney Rachel Jantea Paula Leslie Pamela Toto Mary Allias Catherine Grant Victoria Hornyak Julie Klinger Rhaven Nelson Susan Skledar Kylea Covaleski Rollin M. Wright Copyright (c) 2020 Elizabeth A. Mulvaney, Rachel Jantea, Paula Leslie, Pamela Toto, Mary Allias, Catherine Grant, Victoria Hornyak, Julie Klinger, Rhaven Nelson, Susan Skledar, Kylea Covaleski, Rollin Wright 2020-09-10 2020-09-10 20 2 184 203 10.18060/23682 Social Work Students’ Attitudes and Skills Self-Efficacy Toward Collaborative Practice Improve After Interprofessional Opioid Use Disorder Case Discussion <p>Few studies have examined social work student outcomes after engagement in interprofessional (IP) learning experiences. We examined self-reported attitudes and skills self-efficacy among social work students before and after their engagement in IP Forums. The data comes from social work students who participated in 2016-2018 Fall IP Forums focusing on opioid use disorder. Using the Interprofessional Attitudes Scale (IPAS) and the Interprofessional Collaborative Competency Attainment Scale, revised (ICCAS), we assessed students’ self-reported attitudes (IPAS) and skills self-efficacy (ICCAS) before and after the Fall IP Forums. Paired t-tests identified significant changes in IPAS and ICCAS scores. Students reported increases in their IP attitudes and skills self-efficacy following participation in the IP Forum as measured by pre-IPAS score (n=236, M=4.56, SD=0.29) to post-IPAS score (M=4.68, SD=0.27; t(156)=-5.31, p&lt;.001). Post-ICCAS score also increased (n=48, M=4.26, SD=0.69; t(33)= -5.75, p&lt;.001) from the pre-ICCAS score (M=3.55, SD=0.92). The 2015 Council on Social Work Education Accreditation Standards require that social work students learn how to value and engage in interprofessional teams. Given the self-reported increases in IP attitudes and skills self-efficacy seen in this study, IP Forum participation will help foster greater engagement and contribution to overall IP experiences for social work students.</p> Isok Kim Diane E. Elze Patricia J. Ohtake Copyright (c) 2020 Isok Kim, Diane E. Elze, Patricia J. Ohtake 2020-09-10 2020-09-10 20 2 204 215 10.18060/23661 An Interprofessional Learning Opportunity Regarding Pain and the Opioid Epidemic <p>An interprofessional response is needed to mitigate the deleterious effects of the opioid epidemic. Here we describe an interprofessional workshop for n=307 students from social work, pharmacy, medicine, nursing, occupational therapy, physical therapy, and speech-language pathology designed to help prepare professionals to work competently in interprofessional teams while serving clients impacted by substance misuse. A total of n=201 participants provided informed consent and completed a pre- and post-test electronic survey to measure the influence of the interprofessional workshop. Findings from a paired sample t-test reveal statistically significant differences at post-test regarding participant’s self-described confidence 1) identifying their values and beliefs as they relate to substance misuse, 2) responding appropriately when interacting with someone with problematic substance use, 3) quickly finding local harm reduction resources, and 4) quickly finding local, available treatment resources for a person struggling with addiction. These findings suggest this educational curriculum is valuable in achieving its stated goals. Although future research is needed, findings from this study may be useful to health education systems across the country. This interprofessional education program can be emulated to aid in developing confidence in students and seasoned professionals in the healthcare workforce.</p> Patricia Stoddard-Dare Kelle K. DeBoth Madalynn Wendland Ryan Suder Joan Niederriter Rebecca Bowen Sara Dugan Miyuki Tedor Copyright (c) 2020 Patricia Stoddard-Dare, Kelle K DeBoth, Madalynn Wendland, Ryan Suder, Joan Niederriter, Rebecca Bowen, Sara Dugan, Miyuki Tedor 2020-09-10 2020-09-10 20 2 216 235 10.18060/23656 Meeting the Grand Challenges in a Rural Community <p>Three of the Grand Challenges identified by the social work profession are specifically related to health care: healthy youth development, closing the health care gap, and advancing long and productive lives. Idaho State University (ISU) initiated a collaborative interprofessional health education project (IET) over 30 years ago. This collaborative includes ten health care disciplines across five colleges and provides in-depth assessment and referral to three families annually. This study describes the development of a collaborative, high impact, teaching exemplar, and examines the knowledge, perceptions, and competency of participating students using the framework of the IPEC competencies and the CSWE practice competencies for social work education. Results are derived from a pre-post survey administered during the previous two years. The project includes two groups of students: those that engaged in a hands-on experience with a client and those that only observed clients. The Observation-Only group completed the SPICE-R2 and the IEPS. Students that had direct interaction with clients completed the IEPS (pre-post engagement with clients) as well as the ICCAS. Attitudes, perceptions, and perceived competency improved amongst students participating in the IET course from pre-assessment to post-assessment with moderate to large effects being observed.</p> Fredi Giesler Robert Rieske Lacey Wuthrich Tara Ashley Copyright (c) 2020 Fredi Jo Giesler, Robert Rieske, Lacey Wuthrich, Tara Ashley 2020-09-10 2020-09-10 20 2 236 251 10.18060/23678 Educating Children in Our Care <p>In Canada, there is increasing recognition that poor educational outcomes of children and adolescents involved with the child welfare system represent an emerging crisis for youth, their families, and the broader society. Interprofessional education and collaboration between educators and social workers may facilitate better outcomes for children in care. Although interprofessional education (IPE) and interprofessional collaboration (IPC) are well established in the allied health fields, there is not an equivalent acceptance within the applied social sciences, specifically in education and child welfare contexts. This may partially be attributed to the “siloed” nature of these professions, which limits both capacity and opportunities for professionals to understand each other’s mandates, roles, and policies. The purpose of this paper is to describe the development, implementation, and evaluation of a graduate elective course for social workers and educators that was geared toward educational outcomes of children in care. Thirty-eight students from both disciplines participated in a summer institute. Although participants valued the content and process of the course, it is unclear whether these types of initiatives facilitate enhanced IPC. Findings do however suggest that IPE initiatives targeted toward a specific population may have more positive outcomes, compared to general IPC.</p> <p> </p> Kathryn Ann Levine Dawn Sutherland Melanie Janzen Copyright (c) 2020 Kathryn Ann Levine, Dawn Sutherland, Melanie Janzen 2020-09-10 2020-09-10 20 2 252 265 10.18060/23696 Helping Community Partners Build Capacity within Integrated Behavioral Health <p>Social workers are recent additions to integrated health care teams; therefore, there is emerging literature about the work experiences and training needs of social workers in integrated settings. After receiving a Health Resources Services Administration-Behavioral Health Workforce Education and Training (HRSA-BHWET) integrated behavioral health (IBH) grant, our social work program conducted a survey among our social work field education sites to determine training needs. Results of the needs assessment revealed that a lack of clarity exists about what is meant by integrated behavioral health as well as ways to measure and interpret levels of integration within social work field education sites. Barriers to collaboration and areas of needed training revealed gaps in knowledge and workforce readiness for providing integrated care. Recommendations include using a bidirectional level of integration conceptual framework to support greater participation of social workers and social service agencies in integrated care, in addition to specific curricular and continuing education training opportunities. Social work educators are afforded a unique opportunity to support our field education partners in reviewing and enhancing their systems of care as they continue to train future social workers.</p> Nora Padykula Julie Berrett-Abebe Terri Haven Copyright (c) 2020 Nora Padykula, Julie Berrett-Abebe, Terri Haven 2020-09-10 2020-09-10 20 2 266 282 10.18060/23667 A Mixed Methods Examination of MSW Student Satisfaction With Integrated Behavioral Health Field Placements <p>Social workers must be prepared to work effectively within systems that attempt to maximize coordination where integrated behavioral health care is provided. Current students are the profession’s pipeline to the behavioral health workforce. If social work students are dissatisfied with the training they receive in integrated health care settings, they may be deterred from interprofessional collaborative practice. This study examined MSW students’ satisfaction with integrated behavioral health field placement experiences. Thirty-three students completed an online survey that asked about factors associated with field placement satisfaction, and nine of these students participated in two focus groups to explore other aspects of the field setting that influenced satisfaction. Survey results revealed that as role ambiguity increased, student satisfaction decreased. Focus group findings uncovered that the profession’s influence within the field setting and the presence of support by professionals from other disciplines promoted students’ satisfaction. These results suggest that educators should help students develop skills in tolerating role ambiguity and asking for role clarification as part of supervision when placements are in these settings. MSW faculty and field education directors may want to collaborate with integrated behavioral health providers to assess organizational climate and identify ways to foster inclusive interprofessional collaborative practices and a culture of cross-profession respect.</p> Michael Clarkson-Hendrix Lynn A. Warner Copyright (c) 2020 Michael Clarkson-Hendrix, Lynn A Warner 2020-09-10 2020-09-10 20 2 283 299 10.18060/23377 Michigan State University’s Chance at Childhood Program <p>A key component of all graduate level social work programs is the field-based educational experience designed to provide students the opportunity to practice while under the supervision of both a field-based mentor and a faculty member within the school. Social work programs must develop and maintain ties with organizations and agencies within the community to facilitate a wide variety of options for students. Separately, social work schools are increasingly developing relationships with other professional schools, most often with law schools, to allow students to study from an interprofessional perspective. In this article, the authors review existing literature regarding social work interprofessional education, focusing on law and social work. The authors will describe Michigan State University’s School of Social Work Chance at Childhood Program, designed to train future social workers and lawyers from an interprofessional perspective in the classroom, in the field, and in a variety of community-based advocacy projects. Finally, the authors will discuss the results of preliminary research efforts designed to measure the program's effectiveness at achieving the program goals set forth in the program’s logic model.</p> Joe Kozakiewicz Delanie Pope Kimberly Battjes Copyright (c) 2020 Joe Kozakiewicz, Delanie Pope, Kimberly Battjes 2020-09-10 2020-09-10 20 2 300 319 10.18060/23658 A Safe Place <p>Interprofessional collaborative practice (ICP) is an essential skill in today’s healthcare environment that can be cultivated through interprofessional education (IPE) in higher education, as students are in the process of developing their professional identities. Undergraduate social work field students and nursing students in clinical rotation explored their experiences together in clinical supervision groups co-led by instructors from both fields. Researchers used a mixed methods approach to measure changes in feelings and skills related to ICP among students who participated in clinical supervision groups. Eighteen nursing and social work students participated; those involved in the interprofessional clinical supervision groups performed better on the Inter-professional Socialization and Valuing Scale (ISVS) than the comparison group. Qualitative themes indicated that students enhanced their interprofessional knowledge; improved their interprofessional communication skills; and increased their comfort levels on an interprofessional team. Implications and suggestions for implementation are discussed.</p> Melissa Copenhaver Ann Crandell-Williams Copyright (c) 2020 Melissa Copenhaver, Ann Crandell-Williams 2020-09-10 2020-09-10 20 2 320 337 10.18060/23318 It’s Time to Go! <p>Interprofessional education provides an opportunity for allied health professions to gain knowledge of health care team roles, and how discrete disciplines collaborate to contribute to a healthcare team. This interprofessional activity used simulation scenarios with simulated patient actors to introduce students in three healthcare disciplines to the communication and collaboration skills used by teams for hospital discharge planning and follow-up care in a home setting. Participation in the simulations was voluntary and open to students majoring in either social work, recreation therapy, and nursing. Three, two-person teams, representing each discipline, participated in a two-part, unfolding simulation to assist with the discharge of an older adult from the hospital, and an assessment and care/teaching one week later in his home. Following the simulation, students wrote reflective journals about their experiences, and completed a brief survey. Post simulation responses to the RIPLS Questionnaire, and one of its subscales, yielded positive results in relation to improved attitudes towards interprofessional learning and positive professional identity. Students’ reflective journals reinforced the impact of interprofessional educational activities on acquiring knowledge about other disciplines. Lessons learned from this activity are being used to develop future interprofessional scenarios to augment the academic preparation of pre-professional healthcare workers in multiple disciplines.</p> Cara Gray Robin Cunningham Stacey Kolomer Copyright (c) 2020 Cara Gray, Robin Cunningham, Stacey Kolomer 2020-09-10 2020-09-10 20 2 338 354 10.18060/23615 Using a Standardized Patient Model for Interprofessional Team Training in Social Work <p>The purpose of this article is to describe the development of a single-session Interprofessional Team (IPT) Training that incorporates the practice of interprofessional teamwork using a health care case study. We will share how a large-scale training that requires interprofessional teams of students to create a treatment plan of care for a standardized patient developed over time and how this experiential learning activity affects learning outcomes for social work students related to interprofessional awareness and teamwork skills. Additionally, we will explore the use of video technology as a pedagogical approach to presenting standardized patients to students. Student responses from three IPT Training sessions provided the data discussed in this article. While overall results are mixed about students’ learning outcomes, trends in the data show this single-session, interprofessional training involving a standardized patient as a promising practice. Lessons learned for social work education are also discussed. The present study advances the field of interprofessional simulation by contributing to our understanding of how a team-based training combined with a standardized patient can be used to increase social work students’ professional awareness about interprofessional teamwork.</p> Laurel Iverson Hitchcock Allison Shorten Peter Bosworth Shawn Galin Tara Edmonds Caroline Harada Copyright (c) 2020 Laurel Hitchcock, Allison Shorten, Peter Bosworth, Shawn Galin, Tara Edmonds, Caroline Harada 2020-09-10 2020-09-10 20 2 355 370 10.18060/23664 Educating the Next Generation of Human Rights Advocates and Defenders <p>Defending human rights requires professionals to be unrelenting in the pursuit of systemic change. It requires the collaboration of varied professions bringing together their expertise to challenge the system of domination that has led to subjugation. Interprofessional education and collaborative practice (IPE) is a powerful tool where human rights defenders and advocates from different disciplines can learn from each other and advocate for change. This is an overview of an innovative collaboration between Robert F. Kennedy (RFK) Human Rights and Stony Brook University School of Social Welfare (SBUSSW) BSW Program. It will illustrate the way the RFK Human Rights’ human rights education program, Speak Truth To Power (STTP) is being adapted to baccalaureate social work education. Included is the method that the SBUSSW incorporates the Council on Social Work Education (CSWE) and Interprofessional Education Collaborative (IPEC) competencies in a human rights context through the partnership with RFK Human Rights</p> Robin Deluca-Acconi Suzanne L. Velazquez Stephen Rabeno Warren Graham Copyright (c) 2020 Robin Deluca-Acconi, Suzanne L. Velazquez, Stephen Rabeno, Warren Graham 2020-09-10 2020-09-10 20 2 371 393 10.18060/23686 The Creation of a Human Trafficking Course <p>Human Trafficking is a serious global crime, particularly catastrophic in Africa. An asynchronous, online, interprofessional course on Human Trafficking was developed to educate interprofessional Catholic sisters in Africa who are attempting to intervene in the crisis. This article describes an interprofessional university team’s development, work processes, course product, and the initial impacts of the utilization of the interprofessional skills by the students. Specific elements deemed essential for success in creating and implementing IPE are delineated, including commitment from departments and colleges, respect for other professionals/disciplines, library support, time allowances, technology and learning design, and community relationships. Challenges and recommendations in the process as well as suggestions for future research are also discussed.</p> Robert Lucio Lisa Rapp-McCall Patricia Campion Copyright (c) 2020 Robert Lucio, Lisa Rapp-McCall, Patricia Campion 2020-09-10 2020-09-10 20 2 394 408 10.18060/23679 Social Workers and Public Libraries <p>A growing interprofessional collaboration between social work and library professionals has fueled the emergence of library social workers and the exploration of libraries as a setting for social work. This exciting partnership evolves from common historic roots, a strong alignment of values, and effectively addresses changing community needs that aligns with both professions. Social work and public libraries are both products of the Progressive Era along with the rise of charitable organizations and settlement houses. In examining the evolution of libraries in the wake of changing technology and patron populations, social workers are critical community allies to respond to diverse community needs. Social workers, human service providers, and funders also now see public libraries as community centers and civic hubs, as well as even settlement houses for the 21st Century. Libraries serve as civic hubs that are essential connectors of information, education, resources, and access that addresses human needs. This commentary’s aim in exploring library social worker practice encourages community-university partnerships between our public libraries and the academic programs of social work and library science that strengthen civic and community engagement. Social work practitioners and educators are encouraged to spend more time at their public libraries through interprofessional internships, class projects, applied research, and dual-degree curricular development that can prepare next generation practitioner to work and lead in these community centers.</p> Tracy M. Soska Adria Navarro Copyright (c) 2020 Tracy M Soska, Adria Navarro, Dr. 2020-09-10 2020-09-10 20 2 409 423 10.18060/23690 Transformative Teams in Health Care <p>This paper describes social work pedagogy and outcomes in a multi-year longitudinal interprofessional education (IPE) course incorporating B.S.W, and M.S.S.W. students. Social work students participated in an IRB-approved mixed-method study designed to evaluate individual growth and identity transformation throughout the two-semester course. Students’ semi-structured reflection papers (n=113) were analyzed qualitatively to identify core themes. Students voluntarily completed Interprofessional Assessment Scale (IPAS) surveys, a measure of core competencies in interprofessional care, before and after the class (n=48). Social work students reported that they developed increased personal and interprofessional confidence, awareness of social work role in health care, increased social work skills and leadership to use their voice in interprofessional health care teams. All levels of social work students can and should be incorporated into IPE education. Social work educators and practitioners should continue to take leadership in IPE education at all levels of curriculum design and implementation.</p> Barbara Jones Jen Currin-McCulloch Liana Petruzzi Farya Phillips Shivani Kaushik Blake Smith Copyright (c) 2020 Barbara Jones, Jen Currin-McCulloch, Liana Petruzzi, Farya Phillips, Shivani Kaushik, Blake Smith 2020-09-10 2020-09-10 20 2 424 439 10.18060/23671 Who Am I and What Do I Do? <p>The purpose of this study is to examine social work professional identity development through interprofessional education and practice. The Integrated Mental and Behavioral Health Training Program (IMBTP) was developed to prepare students for collaborative practice in integrated behavioral health settings. Interprofessional education and training was a core component of the IMBTP. At the conclusion of five cohorts (graduating 2014-2018), 61 MSW students had completed the training program. Content analysis of qualitative evaluation data revealed professional identity development as a recurring theme across multiple domains. Results demonstrate that providing opportunities for social work students to participate in interprofessional education and training allows for a greater understanding of other professional roles and perspectives, while at the same time helping to solidify the role and identity of a social worker. Social work education programs should consider including interprofessional education experiences for all students.</p> Carrie W. Rishel Sara K. Guthrie Helen P. Hartnett Copyright (c) 2020 Carrie W Rishel, Sara K Guthrie, Helen P Hartnett 2020-09-10 2020-09-10 20 2 440 453 10.18060/23640 Integrating Social Work Into Interprofessional Education <p>The University of Toronto Interprofessional Education Curriculum (IPE) is an exemplar of advancing interprofessional education with a focus on preparing students for practice in healthcare settings. Our paper begins with a detailed overview of the University of Toronto’s IPE program including the range of participating faculties, an overview of the curriculum including examples of learning activities, and the social work specific expectations that are embedded in the core and elective components. Following, is a discussion on mitigating the challenges and engaging opportunities associated with integrating social work in a healthcare-focused IPE program at a major Canadian University. Our exploration of mitigating challenges and engaging opportunities will span five key areas: a) Creating meaningful learning experiences for social work students; b) Implementing mandatory or elective IPE participation; c) Scheduling of IPE activities; d) The role of social work faculty in driving student involvement in IPE; and e) Strengthening social work professional leadership for IPE.</p> Keith Adamson Rachelle Ashcroft Sylvia Langlois Dean Lising Copyright (c) 2020 Keith Adamson, Rachelle Ashcroft, Sylvia Langlois, Dean Lising 2020-09-10 2020-09-10 20 2 454 472 10.18060/23602 Jumpstarting Cross-Discipline Collaboration in Undergraduate Social Work Education <p>This paper examines the integration of undergraduate teacher education students into interprofessional activities with social work and pre-occupational therapy undergraduates. Like health professionals, school-based professionals work across disciplines daily and come together for critical decision-making on behalf of vulnerable and special needs students. Although evidenced-based pedagogy in interprofessional education (IPE) has become common in graduate and professional health education, less is known about its implementation in undergraduate education and with non-health-related disciplines. This article describes a 2-year interprofessional undergraduate simulation project with social work, teacher education, and pre-occupational studies students working prospectively in a K-12 school setting. Survey data found that students gained confidence in their disciplinary roles as well as in their abilities to communicate and collaborate effectively as a result of participation in the school-based simulation and related activities. The project highlighted the benefits of situating theory-driven undergraduate interprofessional learning in settings beyond healthcare and the need for developing assessment tools inclusive of undergraduates and relevant to a range of workforce environments.</p> Cyndi Amato Shelley Cohen Konrad Lane W. Clarke Caryn Husman Audrey Bartholomew Caroline Beals Copyright (c) 2020 Cyndi Amato, Shelley Cohen Konrad, Lane W. Clarke, Caryn Husman, Audrey Bartholomew, Caroline Beals 2020-09-10 2020-09-10 20 2 473 496 10.18060/23654 Utilizing Change Leadership Within Social Work Education to Prioritize and Expand Interprofessional Education in a University Setting <p>Interprofessional education (IPE) is a critical educational component for promoting the quadruple aim of health care. Additionally, interprofessional practice (IP) is included in the Council on Social Work Education’s (CSWE) educational standards. Yet, the organizational change required to integrate a social work program within established interprofessional education (IPE) curriculum is challenging given the resources required, such as personnel, time, and ongoing commitment among stakeholders. We present a case study of one MSW program’s process for integrating social work within an existing IPE curriculum and formalizing IPE as a focus point programmatically. The Bacharach Approach, a change leadership model, is used to analyze the MSW program’s approach to initiating and sustaining this change initiative. Through strategic decision-making and capitalizing on momentum, the MSW program has become a valued partner and leader of IPE endeavors and the MSW program’s focus on IPE programmatically has been solidified. Creativity, adaptability, advocacy, and relationship-building are key skill areas that social work educators can draw upon as they navigate organizational and programmatic changes focused on IPE.</p> Emily L. McCave Laura Mutrie Maya H. Doyle Stephanie Jacobson Amber Kelly Copyright (c) 2020 Emily L McCave, Laura Mutrie, Maya H. Doyle, Stephanie Jacobson, Amber Kelly 2020-09-10 2020-09-10 20 2 497 514 10.18060/23673